Technology Evidence
Below are three artifacts from the course on technology in foreign language teaching. In this course, we were exposed to the field of CALL (Computer Assisted Language Learning) and traced its evolution from early technology in teaching foreign languages to the current state of the field. The first two artifacts are a presentation I did for the class on technology and task-based language teaching, along with the notes sheet I used while recording the presentation. This could also dually serve as a handout at a workshop or conference to go along with my presentation on this topic. The third artifact is a literature review that I completed with a partner (alumna Kaleigh Doan) on the effects of technology on listening comprehension using authentic resources in the classroom.
Presentation on Technology for Task-Based Language Teaching
In this presentation, I summarize the most salient points of the chapter on this topic--Task Based Language Teaching using technology. It was rather relevant as I was taking this course during the Summer of 2020, when everyone was still under quarantine and teachers had to begin shifting their mindsets to virtual-based learning. I begin with the definition of a task, a topic that has been explored in SLA literature for decades, and move to how this definition has been expanded to include technology and the online environment. I bring in certain studies that have examined the effect of technology on learner performance in a task, as well as what the results of those studies tell us about how best to incorporate technology into task based language classes, either online or with an virtual component.
Notes for above presentation
These are notes that go along with the presentation that expand upon the topic of the presentation. The purpose of these notes was two-fold. One, they served as a reference for me while I was recording my presentation. While I did not want to read directly off a paper with prepared text, I also did not want to ramble and wonder off topic and create a long-winded presentation. Second, I concentrated on putting a minimal amount of words on the screen for participants to see. I did not want huge amounts of text to overwhelm the audience so that where trying to read everything on the slide, and not pay attention to what I was saying. What viewers ended up seeing on the slide were only about 6-10 words total, especially when it came time to discussing the previous research studies dedicated to this topic.
Stanko_and_Doan_FLT 881_Tech. Lit. Review_FINAL DRAFT.docxLiterature Review on technology in listening input and its various types